Learning Styles Analysis

Student A

Labeled as SPED with two pull-out instruction periods but is in general education for

writing.

Student A scored highest in tactile learning with a second supporting kinetic learning

style.

Student B

Student B has been identified as a lower-performing student but does not have academic learning disabilities.
Student B scored high in kinesthetic learning with the second support of

audio learning.

Student C

Student C performs on the bubble with a cross of learning styles of tactile, visual,

and audio learning.

The Whole Child

The idea behind teaching to the whole child is that teachers address not only the type of learner but also purposefully build social, emotional, linguistic, cognitive, and physical development of the students in the classroom (Whole Child Education, n.d.). This is attributed to the student's ability to access safe, free education with standard or above-level learning experiences (Whole Child Education, n.d.).

Key to Interconnection

The key to interconnection was increasing engagement in the lesson using learning styles and building off funds of knowledge.

Through the Teacher Lens

Address the State Standard Knowledge and Readiness Skills through individual learning styles.

Interconnection Learning Example:

An example is: “Hot Seat” where learners are required to move from one place to another and sit outside of the traditional desk to build physical skills. Providing details that describe a specific concept, idea, or strategy for the class to guess this learning activity builds linguistic skills and increases auditory comprehension.

The goal is to teach in a way that supports all learners in a well-rounded brain-driven approach (Tom, 2020).

Let's Talk Planning!

Instruction should be based on children's needs and mapped out based on state recommendations or district expectations. The learning styles inventory will help you as a teacher take the recommendations or expectations and tailor them to fit your students.

Visual Learners

Students are supported through working walls that are relevant to the classroom concepts. Students create an interactive notebook that is cumulative of important information. These students prefer interactive slide shows with pictures or manipulatives that show what is being taught and not just having to hear it. The note options in my classroom allow for visual learners to have the option for cornel, doodle, or interactive. The learning survey highlighted that Student C prefers this learning style.

Audio Learners

Build understanding by speaking or discussing the process, concepts, or techniques being taught. Students who prefer need the opportunity to think it out, which creates great peer leaders and needs classroom discussions. When practicing for unit vocabulary these students need to say the word and definition out loud. Students A and C need this strategy to be highly successful.

Kinesthetic Learners

Learn best in motion which means educators need to create interactive lessons with purposeful movement. Readers' theater is one of my favorite ways to cross fluency, comprehension, and movement. Students work together to tell a story with emotion, physical motion, and diction.

This activity could be further extended by creating a peer critique. Depending on the student some prefer to work alone while others enjoy working together. All of my students would do well with this method of formative assessment and lesson presentation.

Instructional Changes

Students' interests, strengths, and needs are all vital pieces to building successful citizens. Educators who are impactful, important, and inspirational can adjust instruction based on the individual they are working with (LSU Online, 2020).

The learning style inventory addressed the specific needs of each student. Student B has a passion for music. As a result, it would be important to allow for differentiated instruction to allow for the exploration of poetry instead of prose when setting mandatory reading assignments.

Choice in classroom activities can turn data into action, allowing teachers to know which experiences were successes and which were failures (LSU Online, 2020). Students who are asked to learn vocabulary can do so in a multitude of ways such as: by writing, building with puzzle piece cards, or flash cards with a partner. Students A and C would prefer to build independently or with a partner while Student B would prefer to complete flash cards with a partner.

Student voice builds engagement and increases motivation to learn. Educators who are supportive of this know that students who have a voice and feel heard are more likely to be successful in school (LSU Online, 2020).

Addressing Assessments

Students who process through visual learning tend to need a longer processing time (Edwards, 2021). Educators who consider this will give extra time, building easy presentations and reference posters, and allowing for interactive visual assessments. These can be a simple thumbs up and down or whiteboard flip. Student C is highly successful with these tailored activities.
Students who process through auditory learning need to be able to talk it out (Edwards, 2021). Students who can give presentations or lead discussions for final assessments would thrive. Auditory learners excel when able to work in groups which allows for feedback and explanations from multiple viewpoints. Students A and C would benefit from this assessment method.
Students who learn through kinesthetic opportunities need to move (Edwards, 2021). According to my data, all students would benefit from this learning style. The quick formal assessment of "thumbs up and down" allows for small body movement activities that can help navigate classroom lesson cycles.

References:

Edwards, S. (2021, July 22). Designing Assessments According to Learning Styles - Teach Better. Teachbetter.com. https://teachbetter.com/blog/designing-assessments-according-to-learning-styles/

LSU Online. (2020, June 11). How Educators Can Use Student Data to Drive Instruction. Online.lsu.edu. https://online.lsu.edu/newsroom/articles/how-educators-can-use-student-data-drive-instruction/

Tom, T. (2020, September 11). What is Whole Brain Teaching? TeachHUB. https://www.teachhub.com/professional-development/2017/06/all-about-whole-brain-teaching-strategies/

Whole child education. (n.d.). Learning Policy Institute. https://learningpolicyinstitute.org/topic/whole-child-education#:~:text=A%20whole%20child%20approach%20understands,implications%20for%20the%20education%20system.

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